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Demand for Internationally
Comparable Education Data
Albert Motivans
Education Statistics Seminar, Korolev
14 September 2003
UNESCO
INSTITUTE for STATISTICS
Who collects global education data?
UIS,
OECD &
Eurostat
Agency
UIS
UIS &
OECD
Instrument
UIS
WEI
UOE
+/-125
18
30/15
Coverage
# countries
UNESCO distributes globally (World Bank, UNDP, UNICEF et al)
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What kinds of data are collected?


Relies almost entirely on administrative sources
of data that cover, broadly speaking, the inputs
into the education system:
• Students
• Teachers
• Expenditure
WEI/UOE collects additional, mostly statutory,
data on personnel, instructional hours, curricula
and also LFS data on earnings, employment and
educational attainment
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How do we ensure comparabiliy?
•
Systematic use of common frameworks
•
•
ISCED for classifying education programmes
UNESCO/OECD/EUROSTAT (UOE) methodology
• Assess the magnitude of missing data
• Set out an agenda for addressing gaps
• easily resolvable
• require a longer-term strategy
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The importance of ISCED97


The quality of any international education indicator
depends on an ISCED mapping of the Russian
educational system that is accepted at both the
national and international levels.
Changes in the 1997 ISCED revision, implemented
in the same year, mean a potential break in the
time series.
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National v. international tensions



Why should we invest in international
comparisons? Is it worth the effort?
How do they help our national planning?
How are international indicators useful
when they look different from our national
indicators?
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The power of international comparisons
Indicators where comparisons add value help to…



benchmark progress (EFA, MDGs)
drive/inform reform
highlight practices in other countries that can
enhance performance
Data
Policy
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For student achievement, money
matters, but so does how it is used
Average combined literacy score
600
550
Canada
500
Poland
USA
450
Mexico Argentina
400
Chile
Brazil
350
Peru
300
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
Cumulative education expenditure to age 15 (PPP$)
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Source: OECD, 2001
Moving from what the state spends to
what a society invests in education
How are priorities for international
comparisons changing?
Outcomes
Policies
Country or
system
Schools
System performance
Institutional organisation
and resource allocation
Performance and
quality
Learning environment
Classrooms
Performance and
quality
Teaching and learning
practices
Learners
Knowledge and skills
Student attitude/behaviour
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Comparable data is hard work but
worth the view
The summit:
good coverage of
ancillary services,
private sources of
education funding
Middle camp:
solid accounting of
public expenditure
on education
Base camp:
basic knowledge about budget
UNESCO
INSTITUTE for STATISTICS
UNESCO
INSTITUTE for STATISTICS